Enabling school structures, collegial trust and academic emphasis

Abstract

This study tested the role of enabling school structures, collegial trust and academic emphasis in the development of professional learning communities (PLCs) in a low-income school district. The empirical study was based upon the perceptions of teachers and principals as provided by survey responses ( N = 67 schools). While enabling school structures, collegial trust and academic emphasis simultaneously contributed to the explanation of PLCs, only structure and trust had a unique effect on PLCs with structure having the larger contribution.